Training Pre-Service Teachers to Better Serve LGBTQ High School Students

Area of Science:

• Education
• Teacher Training
• LGBTQ+ Studies

Background:

• Pre-service teacher education programs often lack specific training for supporting lesbian, gay, bisexual, transgender, and queer (LGBTQ) students.
• There is a need to identify effective pedagogical approaches to enhance teachers' preparedness in serving LGBTQ+ youth.

Purpose of the Study:

• To compare the effectiveness of LGBTQ+-focused service-based learning versus didactic training in improving pre-service teachers' knowledge, attitudes, self-efficacy, and skills.
• To determine which training modality better equips future educators to support LGBTQ+ high school students.

Main Methods:

• A non-randomized pre-test-post-test design was employed with eighty-eight pre-service teachers.
• Participants were assigned to either an LGBTQ+-focused service-based learning group, an LGBTQ+-focused didactic training group, or a control group.

Main Results:

• The service-based learning group demonstrated significantly higher levels of active-empathic listening and self-efficacy compared to the control group.
• No significant differences were found between the didactic training group and the control group on the measured outcomes.
• Participants in the service-based learning group showed enhanced skills and confidence in working with LGBTQ+ students.

Conclusions:

• Service-based learning appears to be a more effective method than didactic training for enhancing pre-service teachers' capacity to support LGBTQ+ high school students.
• Future teacher training programs should consider incorporating experiential, service-based learning components to better prepare educators for diverse student populations.